GRAVE of the FIREFLIES This Module Has Been Designed to Accompany the Film Grave of the Fireflies (1988)

Comprehension and Discussion Activities for the Movie GRAVE OF THE FIREFLIES This module has been designed to accompany the film Grave of the Fireflies (1988). Grave of the Fireflies is an animated film based on the novel by Akiyuki Nosaka, about his experience during and after World War II. The film tells the story of a Japanese teenage boy called Seita, and his younger sister, Setsuko. Their father is in the Japanese Imperial Navy, and their mother dies in the firebombing of Kobe. Seita and Setsuko struggle to survive as the war causes death, famine and hostility throughout Japan. The module consists of teacher’s notes and two handouts that you can copy and give to your students. If you don’t have access to a copier, you can write these on the board. You might like to do many of these activities in students’ first language. It is important that they understand the ideas behind the story, and this is easier in their own language. 1. Before You Watch 1.1: Japan at War Ask students what they know about World War II. What countries fought in the war? Students brainstorm what they know. Write their answers on the board. Brainstorm about Japan’s part in World War II. How did Japan enter the war? Whose side was it on? What happened to it at the end of the war? Give copies of Worksheet 1: Before You Watch to your students. Read through the information with students. With students, read through the vocabulary definitions in Worksheet 1 and check their understanding. Students complete 1.1 and 1.2 on Worksheet 1. Answers to 1.1 Exercise A: 1. T 2. T 3. F – The U.S. dropped two atomic bombs on Japan. 4. F – Japan had no control over what happened next because it surrendered unconditionally. 5. T Exercise B: 1. 1942 2. 500,000, 67 3. five million 4. 1945, 650,000 5. 200,000 6. 15th, 2nd 7. 70 million 1.2: Characters in the Movie Answers to 1.2 1. b 2. c 3. a 4. e 5. d Teacher’s Notes 2. While You Watch 2.1: The Kobe Firebombing 00.00 – 21.30 Give copies of Worksheet 2: While You Watch to your students, or write the questions for 2.1 on the board. Give students a few minutes to read the questions. Play the film to 21.30. Answers to 2.1 Exercise A: 1. While Seita is lying on the floor of Sannomiya Station, a cleaner looks through his things and finds a candy tin with ashes inside. 2. Seita’s spirit begins to tell the story of what happened to him and Setsuko. 3. During the air raid, Seita, Setsuko and their mother are preparing to go to the bomb shelter. 4. The firebombs cause fires to start all over the city. 5. Seita says that there is “black rain” from all the bombing. 6. After the bombing, they go to the elementary school, which is being used as a hospital for people who were hurt. 7. Seita and Setsuko’s mother is completely bandaged because of her injuries. 8. Seita and Setsuko go to stay with their aunt after their mother dies. Exercise B: 1. Fireflies and Setsuko’s ashes come out of the tin. 2. Because they heard the air raid sirens (alarms). 3. Because she did not arrive at the bomb shelter quickly enough, and was in the street when the firebombs were dropped. 4. Possible answer: his father is in the Japanese Imperial Navy, and Seita thinks they will punish the USA for this attack. 5. Possible answers: he doesn’t know how to tell her; he doesn’t want to upset her; he doesn’t want her to lose hope; he doesn’t want to believe it; he wants to protect her from the truth. 2.2: Living with their Aunt 21.31 – 38.54 Give students a few minutes to read the questions. Play the film to 38.54. If students don’t have Worksheet 2, write the exercises on the board before you play the film. Answers to 2.2 Exercise A: 1. T 2. F – When Seita tells the aunt that his mother died after the firebombing, she says that he should write to his father to tell him the news. 3. F – Seita does not return to school because his school burned down in a bombing. 4. T 5. F – Seita has a memory of his mother coming to get him and Setsuko from the beach. 6. F – Their aunt wants Seita to sell his mother’s kimonos, but Setsuko does not want him to. Teacher’s Notes Exercise B: 1. Possible answers: they will get extra help and more food; he has a job and money; when Japan wins the war, he will be a hero. 2. Because salt and soy sauce are rationed, so people have to make their own salt. 3. Because their aunt says that he can get lots of rice in exchange for the kimonos, and because Seita wants to have rice to eat. 2.3: Leaving the House 38.55 – 59.50 Give students a few minutes to read the questions. Play the film to 59.50. If students don’t have Worksheet 2, write the exercises on the board before you play the film. Answers to 2.3 Exercise A: 1. b 2. d 3. e 4. c 5. a Exercise B: 1. F – Setsuko eats the rice, even though she is angry that they exchanged it for her mother’s Kimonos. 2. T 3. T 4. F – Their uncle says it’s “about time” that they cook their own food (meaning that they should be taking care of themselves). 5. F – Seita and Setsuko leave their aunt’s house because she treats them badly and makes them feel guilty for living there. 6. T 7. F – Seita and Setsuko catch fireflies to light the shelter. Exercise C: Students work in groups or as a class to answer the questions. (There are no right or wrong answers to these questions.) 1. Possible answers: because there is not enough food for everyone; their aunt thinks they are lazy; they are not working, going to school, or helping Japan fight the war; she doesn’t like them and wants them to leave. 2. Possible answers: they hate their aunt; they know she wants them to leave; Seita thinks he is old enough to take care of both of them. 3. Possible answers: because they are dead and she wants to bury them; she wants the fireflies to be with her mother; she thinks every person and animal should be buried when they die; she couldn’t bury her mother, so she is burying the fireflies instead. Teacher’s Notes 2.4: Trying to Survive 59.51 – end Give students a few minutes to read the questions. Play the film to the end. If students don’t have Worksheet 2, write the exercises on the board before you play the film. Answers to 2.4 Exercise A: 1. A farmer tells Seita and Setsuko that he has no food to share, and they should return to their aunt’s house. 2. Seita tries to steal sugar from a farmer because they are starving and Setsuko is sick. 3. The policeman tells the farmer that because the farmer kicked and beat Seita, he is “tempted to call it assault.” 4. Seita returns to their shelter and finds Setsuko lying on the grass. 5. When Seita goes to the bank, he discovers that Japan has surrendered unconditionally. 6. At the bank, Seita also discovers that his father is probably dead. 7. Setsuko is putting marbles in her mouth because she believes that they are candy. 8. While Seita is cooking, Setsuko dies on the bed. Exercise B: Students write a wh-question for each of the answers. There are a few different ways of asking the same question; here are some possibilities: 1. Why do Seita and Setsuko steal tomatoes from a farm? 2. Where does Seita get food (and other things) during the air raids? 3. What does Seita try to trade with the woman? 4. What does the doctor say about Setsuko? 5. Why is Setsuko making “rice balls” out of dirt? Exercise C: Students choose the best answer. If students have answered differently to below, ask them to give reasons. 1. b 2. c 3. b Teacher’s Notes 3. After You Watch 3.1: Is it always wrong to steal? Exercise A: When Seita and Setsuko become desperate for food, Seita begins to steal. He is caught stealing sugar and tomatoes, for example. When people run from their houses during air raids, Seita steals food and other things to trade. Normally, these acts are considered wrong. But if there are special circumstances, such as war and starvation, do you think they are still wrong? As a class, discuss whether it is OK to steal sometimes, and whether the house owners and farmers should share their food. Put students in groups. Half the students in each group are the poor children, the other half are the angry house owners and farmers. Students write short plays (two or three minutes) or perform role plays for the rest of the class. This can be in English or in students’ own language. 3.2: Focus on the Characters Exercise B: On the board, make a vocabulary map with the name Setsuko in the middle. Elicit as much information as possible about Setsuko.

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